LI: To analyse the language that is used in a character description.
Rally Coach: Each partner takes a turn. Work with your shoulder partner. Number 1 will start. Only ONE pen/pencil is used. You must fill in all the columns for each character description. In some cases, you will need to infer using what you know to make up a picture of the character. E.g., clue are: wears a long coat, hat, carries a magnifying glass and notebook - infer - detective.
Rally coach: Number one will read the first description and then tell the coach (Number 2) what should go in to each of the columns. When number one is done, then number 2 will take the pen/pencil and have his/her turn. If the speaker is struggling, the coach can help.
LI: To write a character description using a variety of descriptive language techniques.
LI: To use our senses to describe a setting
Brainstorm as a class on the example - spaceship: - Taste bitterness and dust. - Feel light, floating. I felt as light as a feather in my spaceship. - See blinking lights from the control panel. The buttons were as bright as the sun. - Hear lots of beeping from the machines. _ Freaked out being in space.
LI: Understand 'personification' and use it to give life to a non-living object.
What is personification? It is a figurative language technique where an object or idea is given human traits or characteristics.
Personification Poem
Dinnertime Chorus
The teapot sang as the water boiled The ice cubes cackled in their glass The teacups chattered to one another While the chairs were sitting apart The gravy gurgled merrily As the oil danced in a pan. Oh my dinnertime chorus What a lovely, lovely clan!
Activity: A house awake: - List the events, which happen in and around a house in the morning. - Write words and phrases to personify the house.
Events
Personification
1. Curtains drawn back 2. Pull my covers off 3. Switch on the lights 4. Putting shoes on 5. Boil the kettle 6. Alarm clock went off
1. Windows open their eyes 2. My covers hunch and twist 3. Electricity blinks for the first time. 4. My shoes hopped onto my feet 5. My kettle gargled in the kitchen. 6. My alarm sang to me.
LI: Understand how to write a recount of event. LI: To write the introduction of a recount using the orientation.
LI: To compare the differences and similarities between a fractured fairy tale and an original fairy tale.
- Read Cinderfella to the class - Compare using a venn diagram the similarities and differences - Discuss how they can do this for their own fractured fairy tale - Planning sheet 1 - Write out the main features of their original fairy tale - Planning sheet 2 - Write down how they will alter their fairy tale - Write their own fractured fairy tale.
LI: Examine different narratives and identify the features used. Exemplars
1. The Horrible Day One morning I woke up and I was turned around on my bed. Then I fell off! I walked downstairs and I almost fell over my dog. Next I fell asleep in my cereal and my brother stole my toast!
Then I had to walk to school because our car ran out of gas. I was late for school, and I got stuck outside in the rain! Guess what? I really didn’t like this day at all. What did this student use in his/her writing? Do well: - Time connectives were used. - In order of events - Question - made you think - Punctuation were used correctly - Paragraphs - Varied his/her sentence starters
Need to include:
- Didn't describe the character, setting
- Simple language were used - could be more descriptive - how they fell over, dog, setting - Use more complex sentences
2. The Funny Dance I remember when my dog Murphy was really little. She was only two or three years old. It was on Christmas. My dad put on some Christmas music and Murphy put her paws up in the air and started swirling around in circles. Then she put her paws on my dad’s hands and they started dancing together. It was very funny, and my dad thought that Murphy was a good dancer! What did this student use in his/her writing?
3. The Day I Took the Spotlight Wouldn’t it be superb to have one moment when you took the spotlight, to have everybody clapping for you and cheering loudly? I have had that once-in-a-lifetime opportunity—the day I took the spotlight! Sometime in February, my teacher told us all about the Woodmen of America speech contest. The topic was “people who have overcome obstacles in their lives.” I thought my great-grandma Lorraine Parsley, who has had recurring cancer 13 times and is still living, would be perfect. She has overcome a lot of obstacles in her life. A couple weeks later, the class gave their presentations. My teacher had to pick three to five students to go on to the next level. I was one of them! Then the top five from each of the three fifth-grade classes competed. The top seven would be the finalists; again, I was one of them! The top seven worked really hard. We had until March 15, 2001, to practice. March 15 rolled around. Before I knew it, I was in our school gym with people all around, including the judges, listening to every word I said. I was the sixth to present. I was soon done; what a relief! I knew the top seven got ribbons, certificates, and pins; but I still wanted that trophy. After the seventh person finished, the judges made their final decisions. They announced the winners. The third-place winner was Aunum, the second-place winner was Sarah, and the first-place winner was Kelli! I had just won first place! I was ecstatic. That was my once-in-a-lifetime opportunity. The students in the audience were going wild clapping and cheering! That was a moment I will always remember, when I took the spotlight!
What did this student use in his/her writing? This is written by a 10/11 year old student.
Giving Life It was a hot summer day. My dad and I were getting ready to go out for a ride on the boat with my friend Katie and the dog. That’s when the phone call came, the call that made that bright, beautiful day a cold, dark, gloomy one. I had just put on my suit, shorts, and tank top, and packed my bag with sunscreen and everything else I would need for the day. I ran into my parents’ room to find Dad. When I saw him on the phone, he was crying. I’d never seen my dad cry before. My heart sank. What possibly could have happened? “Max, I’m so sorry,” I heard him say. That’s when it hit me. I knew that Suzie had died. Max has been my dad’s best friend for years. Suzie, his daughter, had a rare disease that mainly affected her body. Her brain was OK. She knew what was going on; she knew that she had problems and was different than other kids. Once she told her dad that she wished she could die and be born in a different body. Yet although she couldn’t live a normal life, she was still happy. When Suzie and I were little, we spent quite a bit of time together. As we grew up, we grew apart. She lived in New York, and I lived in the Midwest. When Suzie was ten she had to live in a hospital in Virginia. About eight months before she died, Max gave us her number at the hospital and we talked at least twice a week until the end. Suzie was always so excited to talk to us and wanted to know every detail about my life. She wanted to know everything I did and everything I ate. In a way, she lived through me. After we found out about her death, we made our plans to go to New York for the funeral. When she was alive, I sent her a Beanie Baby and she sent one back to me. I had bought her another one but never had the chance to send it to her, so I took it to put in her casket. Her funeral was very different than any funeral I’d ever been to. After they lowered her casket, each one of us put a shovelful of dirt over her. I remember crying so hard, I felt weak. My cheeks burned from the tears. My whole body was shaking as I picked up the shovel, but I’m glad I did it. When Suzie and I first started calling one another, I thought it would be more of a burden on me, but I was completely wrong. I learned so much from her. She gave me more than I could ever give to her. I will never forget her or the talks we had. I now know that I must never take anything for granted, especially my health and the gift of life.
1. Write down 2 simple sentences that relates to each other. 2. Use 3 of the connectives to make 3 new compound sentences.
Rick: I jumped up. I was exhausted 1. I jumped up so I was exhausted 2. I jumped up but I was exhausted
Ngawaea: I wanted to go swimming. I drowned. 1. I wanted to go swimming but I drowned. 2. I wanted to go swimming and I drowned. 3. I wanted to go swimming so I drowned.
Braden: I was tired. I laid down. 1. I was tired so I laid down. 2. I was tired and I laid down.
Reflection on our learning:
Rick: I learnt what FANBOYS meant. Arya: I learnt how to use conjunctions to form a compound sentence. Hannah: I learnt that every conjunction forms a different meaning. Kirsty: I learnt that a simple sentence needs a subject and a verb. Stephanie: I learnt that two simple sentences can form to make one good sentence.
Xander: I learnt the difference between compound and complex sentences. Ben: I learnt what a complex sentence is and how to write one. Danielle: I learnt how to write a complex sentence. Imogen: I learnt how to structure a compound and complex sentence. James: I learnt that connecting words doesn't have to be in the middle of a sentence. It can also be at the start of a sentence. Rick: I learnt that there is one simple sentence and a subordinate clause in a complex sentence.
Discuss as a class the purpose for writing and learning different writing styles. - To communicate - when we learn how to write a letter - You will need it in the future - job - write an info report on a specific animal - zoologist. - If you become an author it will help you to write a specific story - eg fable, myth, legend, horror, mystery, non-fiction etc. - We learn to write so we can entertain, educate, discover, inform, persuade, to learn etc.
LI: Identify the differences between a myth, legend, fairy tale and narrative.
Legends, Fables, and Myths:
*Explore history of a culture
*Explanations are based on details from personal experiences. There were no scientific explanations yet.
Legends:
*part of the oral tradition (passed down by word of mouth from generation to generation)
*the people or events may have a basis in real people or events of the past
*the details become exaggerated over time
*contains fantastic details and larger-than-life characters
*character’s qualities reveal values and attitudes of the cultures from which they come
*Ask yourself these questions when reading:
1. Which events might’ve been based on historical events?
2. Which exaggerated qualities or outcomes reflect values or attitudes?
Fable:
*a brief story or poem, usually with animal characters, that teaches a lesson
*relatively undeveloped characters, situations, and conflicts
*characters illustrate human failings and weaknesses
*short enough to set up the problem, relate an outcome, and report the moral
*Moral (a wise saying at end of story that states the lesson) are included in all fables
Myths:
*stories that explain natural occurrences and express beliefs about right and wrong
*an imaginative understanding of nature
*explains the world in human terms
*Greek Mythology- foundation of Greek literature; includes gods and heroes with superhuman qualities
Task: Identify the different elements in a fable, myth and legend
Computer Group 1: Table 1 & 2: Go and print out the pages below then follow the links. Read the instructions for each task.
MYTHS: Read 3 myths and fill in the Myth page - You can only click on the red dots. Myths
Complete a Venn diagram to compare and contrast the elements of myths, legends and fables.
Wakaaranga Speech Competition Speeches are to Inform and Entertain. Select a topic that is appropriate. NO put downs if you are speaking about relatives/friends. Language should be appropriate and the use of slang is avoided. Topic should be age relevant to you, the speaker, and the experiences that you've had.
Speech construction can be seen below: Three main parts:
- INTRODUCTION: GAINS AUDIENCE ATTENTION - ORGANISATION: Flow of speech and main points developed - CONCLUSION: Audience left with something to think about
Time: 3 minutes Penalty: 5 points will be lost if the speech is under 2min30s, so keep your speech in or close to 3 minutes.
Ideas: Jot down ideas and facts about your topic. Arrange ideas in order - place ideas in 'introduction, body, conclusion'. Read your information and get familiar with it. Condense your information and put on small cards. Try to use BULLET points. Practice your speech by yourself/to parents/to friends. Think about the audience and use eye contact. ASK for feedback.
Voice: Speed - speak slowly and clearly. Pitch - Vary your voice/tone Expression - Use your voice to show emotions, e.g., fear, excitement, sorrow etc. Volume - The audience needs to be able to hear every word. Practice projecting your voice in a very large room. Gesture - Facial and body gesture should enhance not distract. Content - Has a message, is relevant and meaningful. Has audience appeal.
Get the Audience's attention - strong introduction - OPEN WITH IMPACT Convince the audience - make them believe the message. Offer facts and opinions to back up, develop and prove the points. Try not to offer more than 3 main points.
Finish with a good punchy conclusion Sum up so the audience is still involved and will remember your message.
No Props
You will be judged on introduction, organisation, presentation and delivery. Content of speech, language used, impact, volume of voice and delivery of the speech and vocal interest.
Speech - Format - Persuasive
I. INTRODUCTION
A. Attention Grabber: (Statement to wake the audience up / make sure they are listening!)
B. Tell listeners what action you want them to take - OR - how you want them to think
C. Tell listeners your personal experience with your topic, making you qualified to affect their opinions about it.
II. BODY
A. Reason 1: (Tell one reason why listeners should act or think the way your speech suggests.)
i. EXAMPLE 1 - Support for reason given above.
ii. EXAMPLE 2- Support for reason given above.
iii. EXAMPLE 3 - Support for reason given above.
TRANSITION SENTENCE: (Smoothly connect Reason 1 with Reason 2.)
B. Reason 2: (Give listeners a second reason why they should act or think as you want them to.)
i. EXAMPLE 1 - Support for reason given above.
ii. EXAMPLE 2- Support for reason given above.
iii. EXAMPLE 3 - Support for reason given above.
TRANSITION SENTENCE: (Smoothly connect Reason 2 with Reason 3.)
C. Reason 3: (This should be your STRONGEST argument. Tell listeners the most important reason why they should act or think the way you want them to.)
i. EXAMPLE 1 - Support for reason given above.
ii. EXAMPLE 2- Support for reason given above.
iii. EXAMPLE 3 - Support for reason given above.
THE WRAP UP! (Move smoothly from Reason 3 to the conclusion of your speech.)
III. CONCLUSION
A. Summary: Briefly remind listeners why they should agree with you.
B. Memorable Ending/Audience Challenge: (End with a powerful closing thought or recommended course of action.)
C. Thank Audience for Listening
Example of an information report
The Writing book - look at the planning sheet and info example Video clip of an Echidna
Guidelines:
1: Decide on a topic. 2: Identify keywords - e.g., habitat, predators 3: Organise the keywords in the order you would like to present it. 4: Research - Read, select and print. 5: Organise and re-read the selected information. Rewrite into your own words (paraphrase text) 6: Edit (self, peer, teacher) and then publish (Handwritten) on A3.
What is an information report?
An information report is a factual text, which means it provides information about something. An information report is used as a way to gain a better understanding about a living or non-living subject. An information report:
uses facts to explain something
gives details about a topic
does not contain personal views
is usually written, but can also be presented orally (spoken).
Examples of information reports
Topics, or subjects, found in information reports can be about one specific thing or a group of things. Some examples of topics might include:
cars
ocean animals
rainforests
pollution
computers
Structure of an information report
Formal written information reports usually follow a very specific structure. The first part of an information report is the title, or heading, of the report. This will tell the reader what topic is covered in the report.
The first introductory paragraph, known as the classification, explains the aspects of the topic that will be covered in the report.
The following information is contained in the body paragraphs. This is where the topic of the report is covered in more detail. These paragraphs use factual information to give the reader a better understanding of the topic. Often, these paragraphs are broken up by sub-headings to help organise the information.
The conclusion of an information report gives any final details or facts about the topic. It may also be used to review what the report was about.
Visual elements are important because they help the reader to understand the topic better. Visual elements can include drawings, photographs, graphs, maps or diagrams. A glossary is often put at the end of an information report. A glossary is a list of technical words used in the report and their definitions.
The bibliography is a list of resources like books, magazines and websites, which were used to help write the information report.
Creating an information report
The first step in preparing an information report is to choose the topic of the report. Then you will need to research the topic. Textbooks, websites, an encyclopedia and other information reports are good places to gather information. You might also want to look for pictures and diagrams to use in your report.
Once you have the information, you will need to organise it into the structure of an information report. It is also important to make a list of any important words to use in the glossary. Information reports are generally written in the present tense. When you have finished writing the report, read it again to make sure that it uses facts, gives details, and does not contain personal views. Always check your text for correct spelling, grammar and punctuation.
What is an explanation?
Writing an Explanation Text
Title
Titles that use words like 'how' (it works), or 'why' (something happens), will help readers to understand what the text is about and make them want to find out more. For example:
'Why' do animals sleep through the winter?'
Paragraphs
You need to write in paragraphs to break up your text and make sure it follows a sequence. Use connectives like 'Firstly' and 'So' to put it in the right order.
Style
Use a question or a statement as your title. Keep this in mind so you stick to the point. Use the rest of your writing to make points that help to answer your question or support your statement.
Interesting facts
Throw in a few interesting facts to make your writing come alive and keep your reader interested.
Re-read
Re-read your explanation text when you have finished. Make sure you've answered your question or supported your statement.
This next example was written by a year 6 boy. This is an example of an explanation that was written by a year 6 student. It shows the language, structure, spelling and grammar that is expected of a year 6 student.
The story of a real person’s life that is written by someone else.
Purpose: To give an account of someone’s life Structure: !Opening statement introduces the subject, and explains why he/she is known !Significant events are ordered chronologically !Closing statement explains how this person will be remembered, and sometimes gives the writer’s opinion Language Features: !Refers to named individuals !Contains dates linked to specific events !Written in the past tense !Can include direct and indirect speech and quotes from other sources !Written in 3rd person !Includes time connectives to link ideas !engage the reader
Below is an example of a biography about Mae Jemison.
What is a recount?
A recount tells about something that happened in the past. The details in a recount can include what happened, who was involved, where it took place, when it happened and why it occurred.
A writer or speaker uses a recount to tell us about a story or an event. Recounts are usually given in the order that the event occurred. Recounts can be:
factual, such as a news story
procedural, such as telling someone how you built something
personal, such as a family holiday or your opinion on a subject.
Examples of a recount
Recounts can be either written or spoken. Examples of recounts include:
biographies and autobiographies
newspapers or the television news
letters and postcards
textbooks
conversations with friends
Structure
A well-structured recount includes details of the event or topic and personal opinions.
Written recounts:
- Often start with a heading or title (excludes journals, letters and oral recounts).
- The introductory paragraph, or orientation, of a written recount introduces the topic or event. This paragraph introduces who, what, where, when, why and possibly how. - The following body paragraphs will recount the sequence of events. This is where the recount is told in chronological order (the order that the events happened).
- The conclusion, or re-orientation, is where the writer or speaker can give personal opinions about the topic or event. The writer or speaker may also comment on how this event or topic may affect other things in the future.
Preparing a recount
- Factual information in a recount must be accurate.
- Recounts can also include the speaker's or writer's personal thoughts on the event or topic.
- Recounts are written in the past tense because they tell about something that has already happened.
- Write everything down in the order that it happened. Use words that show when something happened as well as action words to tell how it happened. - You may also include other people's opinions or quotes on the topic or event.
- Always check your text for correct spelling, grammar and punctuation.
Bio Poem
What is a Biopoem? A Biopoem is a poem that describes a person in 11 lines. There is a specific formula to use when writing a bio poem.
(First name)- (Four adjectives that describe the person) Son or Daughter of (your parents names) Lover of (three different things that the person loves) Who feels (three different feelings and when or where they are felt) Who gives (three different things the person gives) Who fears (three different fears the person has) Who would like to see (three different things the person would like to see) Who lives (a brief description of where the person lives) Who was born in ... -(last name)
Biopoem Sample
Michelle
Determined, loving, artistic, crazy Daughter of Minh and Lan Lam
(Wife of Steve Moth, mother of Ethan and Kieran) Extra
Who loves drawing, the rain, and spending time time with her family Who feels happy when it's raining, sad when the class is rude, angry when people are selfish Who gives kisses to her boys, support to her friends and knowledge to her class
Who fears worms, roller coasters and heights.
Who would like to grow old, see her children get married and travel around the world. Who lives in a small 3 bedroom house
To create your name bug: 1. First of all you will need a large A3 size paper. 2. Fold your paper in half to create a rectangle. 3. Using bold lettering, write your name from top to bottom. Make sure you link each letter together. 4. Cut your name out carefully to avoid ripping your sheet of paper. Avoid cutting off too much of the folded area because this will be the spine of your name bug. 5. Colour your name with pastel. Make sure you pick up your pastel if it falls off your table. We don't want a messy carpet!!
LI: To analyse the language that is used in a character description.
Rally Coach: Each partner takes a turn. Work with your shoulder partner. Number 1 will start. Only ONE pen/pencil is used. You must fill in all the columns for each character description. In some cases, you will need to infer using what you know to make up a picture of the character. E.g., clue are: wears a long coat, hat, carries a magnifying glass and notebook - infer - detective.
Rally coach: Number one will read the first description and then tell the coach (Number 2) what should go in to each of the columns. When number one is done, then number 2 will take the pen/pencil and have his/her turn. If the speaker is struggling, the coach can help.
LI: To write a character description using a variety of descriptive language techniques.
LI: To use our senses to describe a setting
Brainstorm as a class on the example - spaceship:
- Taste bitterness and dust.
- Feel light, floating. I felt as light as a feather in my spaceship.
- See blinking lights from the control panel. The buttons were as bright as the sun.
- Hear lots of beeping from the machines.
_ Freaked out being in space.
LI: Understand 'personification' and use it to give life to a non-living object.
What is personification?
It is a figurative language technique where an object or idea is given human traits or characteristics.
Personification Poem
Dinnertime Chorus
The teapot sang as the water boiledThe ice cubes cackled in their glass
The teacups chattered to one another
While the chairs were sitting apart
The gravy gurgled merrily
As the oil danced in a pan.
Oh my dinnertime chorus
What a lovely, lovely clan!
Activity:
A house awake:
- List the events, which happen in and around a house in the morning.
- Write words and phrases to personify the house.
2. Pull my covers off
3. Switch on the lights
4. Putting shoes on
5. Boil the kettle
6. Alarm clock went off
2. My covers hunch and twist
3. Electricity blinks for the first time.
4. My shoes hopped onto my feet
5. My kettle gargled in the kitchen.
6. My alarm sang to me.
LI: Understand how to write a recount of event.
LI: To write the introduction of a recount using the orientation.
LI: To compare the differences and similarities between a fractured fairy tale and an original fairy tale.
- Read Cinderfella to the class
- Compare using a venn diagram the similarities and differences
- Discuss how they can do this for their own fractured fairy tale
- Planning sheet 1 - Write out the main features of their original fairy tale
- Planning sheet 2 - Write down how they will alter their fairy tale
- Write their own fractured fairy tale.
LI: Examine different narratives and identify the features used.
Exemplars
1. The Horrible Day
One morning I woke up and I was turned around on my bed. Then I fell off! I walked downstairs and I almost fell over my dog. Next I fell asleep in my cereal and my brother stole my toast!
Then I had to walk to school because our car ran out of gas. I was late for school, and I got stuck outside in the rain! Guess what? I really didn’t like this day at all.
What did this student use in his/her writing?
Do well:
- Time connectives were used.
- In order of events
- Question - made you think
- Punctuation were used correctly
- Paragraphs
- Varied his/her sentence starters
Need to include:
- Didn't describe the character, setting
- Simple language were used - could be more descriptive - how they fell over, dog, setting
- Use more complex sentences
2. The Funny Dance
I remember when my dog Murphy was really little. She was only two or three years old. It was on Christmas. My dad put on some Christmas music and Murphy put her paws up in the air and started swirling around in circles. Then she put her paws on my dad’s hands and they started dancing together. It was very funny, and my dad thought that Murphy was a good dancer!
What did this student use in his/her writing?
3. The Day I Took the Spotlight
Wouldn’t it be superb to have one moment when you took the spotlight, to have everybody clapping for you and cheering loudly? I have had that once-in-a-lifetime opportunity—the day I took the spotlight!
Sometime in February, my teacher told us all about the Woodmen of America speech contest. The topic was “people who have overcome obstacles in their lives.” I thought my great-grandma Lorraine Parsley, who has had recurring cancer 13 times and is still living, would be perfect. She has overcome a lot of obstacles in her life.
A couple weeks later, the class gave their presentations. My teacher had to pick three to five students to go on to the next level. I was one of them! Then the top five from each of the three fifth-grade classes competed. The top seven would be the finalists; again, I was one of them! The top seven worked really hard. We had until March 15, 2001, to practice.
March 15 rolled around. Before I knew it, I was in our school gym with people all around, including the judges, listening to every word I said. I was the sixth to present. I was soon done; what a relief! I knew the top seven got ribbons, certificates, and pins; but I still wanted that trophy.
After the seventh person finished, the judges made their final decisions. They announced the winners. The third-place winner was Aunum, the second-place winner was Sarah, and the first-place winner was Kelli! I had just won first place! I was ecstatic.
That was my once-in-a-lifetime opportunity. The students in the audience were going wild clapping and cheering! That was a moment I will always remember, when I took the spotlight!
What did this student use in his/her writing? This is written by a 10/11 year old student.
Giving Life
It was a hot summer day. My dad and I were getting ready to go out for a ride on the boat with my friend Katie and the dog. That’s when the phone call came, the call that made that bright, beautiful day a cold, dark, gloomy one.
I had just put on my suit, shorts, and tank top, and packed my bag with sunscreen and everything else I would need for the day. I ran into my parents’ room to find Dad. When I saw him on the phone, he was crying. I’d never seen my dad cry before. My heart sank. What possibly could have happened?
“Max, I’m so sorry,” I heard him say. That’s when it hit me. I knew that Suzie had died.
Max has been my dad’s best friend for years. Suzie, his daughter, had a rare disease that mainly affected her body. Her brain was OK. She knew what was going on; she knew that she had problems and was different than other kids. Once she told her dad that she wished she could die and be born in a different body. Yet although she couldn’t live a normal life, she was still happy.
When Suzie and I were little, we spent quite a bit of time together. As we grew up, we grew apart. She lived in New York, and I lived in the Midwest. When Suzie was ten she had to live in a hospital in Virginia. About eight months before she died, Max gave us her number at the hospital and we talked at least twice a week until the end. Suzie was always so excited to talk to us and wanted to know every detail about my life. She wanted to know everything I did and everything I ate. In a way, she lived through me.
After we found out about her death, we made our plans to go to New York for the funeral. When she was alive, I sent her a Beanie Baby and she sent one back to me. I had bought her another one but never had the chance to send it to her, so I took it to put in her casket.
Her funeral was very different than any funeral I’d ever been to. After they lowered her casket, each one of us put a shovelful of dirt over her. I remember crying so hard, I felt weak. My cheeks burned from the tears. My whole body was shaking as I picked up the shovel, but I’m glad I did it.
When Suzie and I first started calling one another, I thought it would be more of a burden on me, but I was completely wrong. I learned so much from her. She gave me more than I could ever give to her. I will never forget her or the talks we had. I now know that I must never take anything for granted, especially my health and the gift of life.
What did this student use in his/her writing?
Narrative Checklist
LI: To understand how to structure compound and complex sentences. To understand why we use them.
BBC: Why use connectives
BBC: Why learn sentence structure
6E's example:
1. Write down 2 simple sentences that relates to each other.
2. Use 3 of the connectives to make 3 new compound sentences.
Rick: I jumped up. I was exhausted
1. I jumped up so I was exhausted
2. I jumped up but I was exhausted
Ngawaea: I wanted to go swimming. I drowned.
1. I wanted to go swimming but I drowned.
2. I wanted to go swimming and I drowned.
3. I wanted to go swimming so I drowned.
Braden: I was tired. I laid down.
1. I was tired so I laid down.
2. I was tired and I laid down.
Reflection on our learning:
Rick: I learnt what FANBOYS meant.
Arya: I learnt how to use conjunctions to form a compound sentence.
Hannah: I learnt that every conjunction forms a different meaning.
Kirsty: I learnt that a simple sentence needs a subject and a verb.
Stephanie: I learnt that two simple sentences can form to make one good sentence.
Xander: I learnt the difference between compound and complex sentences.
Ben: I learnt what a complex sentence is and how to write one.
Danielle: I learnt how to write a complex sentence.
Imogen: I learnt how to structure a compound and complex sentence.
James: I learnt that connecting words doesn't have to be in the middle of a sentence. It can also be at the start of a sentence.
Rick: I learnt that there is one simple sentence and a subordinate clause in a complex sentence.
http://englishlinx.com/sentences/#CxS
Discuss as a class the purpose for writing and learning different writing styles.
- To communicate - when we learn how to write a letter
- You will need it in the future - job - write an info report on a specific animal - zoologist.
- If you become an author it will help you to write a specific story - eg fable, myth, legend, horror, mystery, non-fiction etc.
- We learn to write so we can entertain, educate, discover, inform, persuade, to learn etc.
LI: Identify the differences between a myth, legend, fairy tale and narrative.
Legends, Fables, and Myths:
*Explore history of a culture
*Explanations are based on details from personal experiences. There were no scientific explanations yet.
Legends:
*part of the oral tradition (passed down by word of mouth from generation to generation)
*the people or events may have a basis in real people or events of the past
*the details become exaggerated over time
*contains fantastic details and larger-than-life characters
*character’s qualities reveal values and attitudes of the cultures from which they come
*Ask yourself these questions when reading:
1. Which events might’ve been based on historical events?
2. Which exaggerated qualities or outcomes reflect values or attitudes?
Fable:
*a brief story or poem, usually with animal characters, that teaches a lesson
*relatively undeveloped characters, situations, and conflicts
*characters illustrate human failings and weaknesses
*short enough to set up the problem, relate an outcome, and report the moral
*Moral (a wise saying at end of story that states the lesson) are included in all fables
Myths:
*stories that explain natural occurrences and express beliefs about right and wrong
*an imaginative understanding of nature
*explains the world in human terms
*Greek Mythology- foundation of Greek literature; includes gods and heroes with superhuman qualities
Task: Identify the different elements in a fable, myth and legend
Computer Group 1: Table 1 & 2: Go and print out the pages below then follow the links. Read the instructions for each task.
MYTHS: Read 3 myths and fill in the Myth page - You can only click on the red dots.
Myths
Legends:
American Folklore - Legends - Paul Bunyan
American Folklore - Legends - Pecos Bill
The Story of Johnny Appleseed
Legends - Rip Van Winkle Retold
Legends - The Most Precious Thing in the World
Legends - Sir Gawain and the Green Knight
Legends - A Saint's Revenge: Edmund of the East Angles
Aaron's World of Stories - Legends
Fables:
Aesop Fables
Fables
Complete a Venn diagram to compare and contrast the elements of myths, legends and fables.
Wakaaranga Speech Competition
Speeches are to Inform and Entertain.
Select a topic that is appropriate. NO put downs if you are speaking about relatives/friends.
Language should be appropriate and the use of slang is avoided.
Topic should be age relevant to you, the speaker, and the experiences that you've had.
Speech construction can be seen below: Three main parts:
- INTRODUCTION: GAINS AUDIENCE ATTENTION
- ORGANISATION: Flow of speech and main points developed
- CONCLUSION: Audience left with something to think about
Time: 3 minutes
Penalty: 5 points will be lost if the speech is under 2min30s, so keep your speech in or close to 3 minutes.
Ideas:
Jot down ideas and facts about your topic.
Arrange ideas in order - place ideas in 'introduction, body, conclusion'.
Read your information and get familiar with it.
Condense your information and put on small cards. Try to use BULLET points.
Practice your speech by yourself/to parents/to friends.
Think about the audience and use eye contact.
ASK for feedback.
Voice:
Speed - speak slowly and clearly.
Pitch - Vary your voice/tone
Expression - Use your voice to show emotions, e.g., fear, excitement, sorrow etc.
Volume - The audience needs to be able to hear every word. Practice projecting your voice in a very large room.
Gesture - Facial and body gesture should enhance not distract.
Content - Has a message, is relevant and meaningful. Has audience appeal.
Get the Audience's attention - strong introduction - OPEN WITH IMPACT
Convince the audience - make them believe the message. Offer facts and opinions to back up, develop and prove the points. Try not to offer more than 3 main points.
Finish with a good punchy conclusion
Sum up so the audience is still involved and will remember your message.
No Props
You will be judged on introduction, organisation, presentation and delivery. Content of speech, language used, impact, volume of voice and delivery of the speech and vocal interest.
Speech - Format - Persuasive
I. INTRODUCTION
A. Attention Grabber: (Statement to wake the audience up / make sure they are listening!)
B. Tell listeners what action you want them to take - OR - how you want them to think
C. Tell listeners your personal experience with your topic, making you qualified to affect their opinions about it.
II. BODY
A. Reason 1: (Tell one reason why listeners should act or think the way your speech suggests.)
i. EXAMPLE 1 - Support for reason given above.
ii. EXAMPLE 2- Support for reason given above.
iii. EXAMPLE 3 - Support for reason given above.
TRANSITION SENTENCE: (Smoothly connect Reason 1 with Reason 2.)
B. Reason 2: (Give listeners a second reason why they should act or think as you want them to.)
i. EXAMPLE 1 - Support for reason given above.
ii. EXAMPLE 2- Support for reason given above.
iii. EXAMPLE 3 - Support for reason given above.
TRANSITION SENTENCE: (Smoothly connect Reason 2 with Reason 3.)
C. Reason 3: (This should be your STRONGEST argument. Tell listeners the most important reason why they should act or think the way you want them to.)
i. EXAMPLE 1 - Support for reason given above.
ii. EXAMPLE 2- Support for reason given above.
iii. EXAMPLE 3 - Support for reason given above.
THE WRAP UP! (Move smoothly from Reason 3 to the conclusion of your speech.)
III. CONCLUSION
A. Summary: Briefly remind listeners why they should agree with you.
B. Memorable Ending/Audience Challenge: (End with a powerful closing thought or recommended course of action.)
C. Thank Audience for Listening
Example of an information report
The Writing book - look at the planning sheet and info exampleVideo clip of an Echidna
Guidelines:
1: Decide on a topic.2: Identify keywords - e.g., habitat, predators
3: Organise the keywords in the order you would like to present it.
4: Research - Read, select and print.
5: Organise and re-read the selected information. Rewrite into your own words (paraphrase text)
6: Edit (self, peer, teacher) and then publish (Handwritten) on A3.
What is an information report?
An information report is a factual text, which means it provides information about something. An information report is used as a way to gain a better understanding about a living or non-living subject. An information report:Examples of information reports
Topics, or subjects, found in information reports can be about one specific thing or a group of things. Some examples of topics might include:Structure of an information report
Formal written information reports usually follow a very specific structure. The first part of an information report is the title, or heading, of the report. This will tell the reader what topic is covered in the report.The first introductory paragraph, known as the classification, explains the aspects of the topic that will be covered in the report.
The following information is contained in the body paragraphs. This is where the topic of the report is covered in more detail. These paragraphs use factual information to give the reader a better understanding of the topic. Often, these paragraphs are broken up by sub-headings to help organise the information.
The conclusion of an information report gives any final details or facts about the topic. It may also be used to review what the report was about.
Visual elements are important because they help the reader to understand the topic better. Visual elements can include drawings, photographs, graphs, maps or diagrams.
A glossary is often put at the end of an information report. A glossary is a list of technical words used in the report and their definitions.
The bibliography is a list of resources like books, magazines and websites, which were used to help write the information report.
Creating an information report
The first step in preparing an information report is to choose the topic of the report. Then you will need to research the topic. Textbooks, websites, an encyclopedia and other information reports are good places to gather information. You might also want to look for pictures and diagrams to use in your report.Once you have the information, you will need to organise it into the structure of an information report. It is also important to make a list of any important words to use in the glossary. Information reports are generally written in the present tense.
When you have finished writing the report, read it again to make sure that it uses facts, gives details, and does not contain personal views. Always check your text for correct spelling, grammar and punctuation.
What is an explanation?
Writing an Explanation Text
Title
Titles that use words like 'how' (it works), or 'why' (something happens), will help readers to understand what the text is about and make them want to find out more. For example:'Why' do animals sleep through the winter?'
Paragraphs
You need to write in paragraphs to break up your text and make sure it follows a sequence. Use connectives like 'Firstly' and 'So' to put it in the right order.Style
Use a question or a statement as your title. Keep this in mind so you stick to the point. Use the rest of your writing to make points that help to answer your question or support your statement.Interesting facts
Throw in a few interesting facts to make your writing come alive and keep your reader interested.Re-read
Re-read your explanation text when you have finished. Make sure you've answered your question or supported your statement.This next example was written by a year 6 boy. This is an example of an explanation that was written by a year 6 student. It shows the language, structure, spelling and grammar that is expected of a year 6 student.
QUIZ AND GAME
http://www.bbc.co.uk/bitesize/ks2/english/writing/explanation/quiz/q55626459/
http://www.bbc.co.uk/bitesize/ks2/english/writing/explanation/play/
What is a biography?
Purpose:
To give an account of someone’s life
Structure:
! Opening statement introduces the subject, and explains why he/she is known
! Significant events are ordered chronologically
! Closing statement explains how this person will be remembered, and sometimes gives the writer’s opinion
Language Features:
! Refers to named individuals
! Contains dates linked to specific events
! Written in the past tense
! Can include direct and indirect speech and quotes from other sources
! Written in 3rd person
! Includes time connectives to link ideas
! engage the reader
Below is an example of a biography about Mae Jemison.
What is a recount?
A recount tells about something that happened in the past. The details in a recount can include what happened, who was involved, where it took place, when it happened and why it occurred.A writer or speaker uses a recount to tell us about a story or an event. Recounts are usually given in the order that the event occurred. Recounts can be:
Examples of a recount
Recounts can be either written or spoken. Examples of recounts include:Structure
A well-structured recount includes details of the event or topic and personal opinions.Written recounts:
- Often start with a heading or title (excludes journals, letters and oral recounts).
- The introductory paragraph, or orientation, of a written recount introduces the topic or event. This paragraph introduces who, what, where, when, why and possibly how.
- The following body paragraphs will recount the sequence of events. This is where the recount is told in chronological order (the order that the events happened).
- The conclusion, or re-orientation, is where the writer or speaker can give personal opinions about the topic or event. The writer or speaker may also comment on how this event or topic may affect other things in the future.
Preparing a recount
- Factual information in a recount must be accurate.- Recounts can also include the speaker's or writer's personal thoughts on the event or topic.
- Recounts are written in the past tense because they tell about something that has already happened.
- Write everything down in the order that it happened. Use words that show when something happened as well as action words to tell how it happened. - You may also include other people's opinions or quotes on the topic or event.
- Always check your text for correct spelling, grammar and punctuation.
Bio Poem
What is a Biopoem? A Biopoem is a poem that describes a person in 11 lines. There is a specific formula to use when writing a bio poem.
(First name)-
(Four adjectives that describe the person)
Son or Daughter of (your parents names)
Lover of (three different things that the person loves)
Who feels (three different feelings and when or where they are felt)
Who gives (three different things the person gives)
Who fears (three different fears the person has)
Who would like to see (three different things the person would like to see)
Who lives (a brief description of where the person lives)
Who was born in ...
-(last name)
Biopoem Sample
Michelle
Determined, loving, artistic, crazy
Daughter of Minh and Lan Lam
(Wife of Steve Moth, mother of Ethan and Kieran) Extra
Who loves drawing, the rain, and spending time time with her family
Who feels happy when it's raining, sad when the class is rude, angry when people are selfish
Who gives kisses to her boys, support to her friends and knowledge to her class
Who fears worms, roller coasters and heights.
Who would like to grow old, see her children get married and travel around the world.
Who lives in a small 3 bedroom house
Who was born in Vietnam, Ho Chi Minh City
Moth
Art Time
Name Bugs
To create your name bug:
1. First of all you will need a large A3 size paper.
2. Fold your paper in half to create a rectangle.
3. Using bold lettering, write your name from top to bottom. Make sure you link each letter together.
4. Cut your name out carefully to avoid ripping your sheet of paper. Avoid cutting off too much of the folded area because this will be the spine of your name bug.
5. Colour your name with pastel. Make sure you pick up your pastel if it falls off your table. We don't want a messy carpet!!